few_shots: Example:
Problem/activity:
Problem 1
The table below contains single equations in a single variable, single equations in two variables, and pairs of simultaneous equations in two variables. Check the appropriate box to show whether there is no solution, exactly 1 solution, or if there is an infinite number of solutions.
|                                                          | **           No solution          ** | **           Exactly 1 solution          ** | **           Infinite number of solutions          ** |
|----------------------------------------------------------|--------------------------------------|---------------------------------------------|-------------------------------------------------------|
|                       $${9=4x+7}$$                       |                                      |                                             |                                                       |
|                       $${y=3y+5}$$                       |                                      |                                             |                                                       |
|                    $${y={x\over2}}$$                     |                                      |                                             |                                                       |
|                     $${3x+6y-9=0}$$                      |                                      |                                             |                                                       |
|    $${x=y}$$                        $${1.25x=1.25y}$$    |                                      |                                             |                                                       |
| $${9.9=6x+8y}$$                        $${9x=2.5y-8.8}$$ |                                      |                                             |                                                       |
| $${11x-2y=1.5}$$                        $${11x-2y=2.5}$$ |                                      |                                             |                                                       |
Problem 2
Kim has a small container and a large container as shown.
[IMG]
It takes 16 of the small containers to fill the large container. Three small containers leave 1.95 gallons of space in the big container.
What is the size of each of the two containers?


Mathematical concept/skill options: 
A. Write expressions in equivalent forms to solve problems.
B. Understand properties of multiplication and the relationship between multiplication and division.
C. Interpret the structure of expressions.
D. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
E. Use polynomial identities to solve problems.
F. Understand the relationship between zeros and factors of polynomials.
G. Write and interpret numerical expressions.
H. Work with equal groups of objects to gain foundations for multiplication.
I. Perform arithmetic operations on polynomials.
J. Create equations that describe numbers or relationships
K. Generate and analyze patterns.
L. Analyze and solve linear equations and pairs of simultaneous linear equations.
M. Understand solving equations as a process of reasoning and explain the reasoning.
N. Apply and extend previous understandings of arithmetic to algebraic expressions.
O. Rewrite rational expressions.
P. Represent and solve problems involving multiplication and division.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Reason about and solve one-variable equations and inequalities.
S. Understand and apply properties of operations and the relationship between addition and subtraction.
T. Understand the connections between proportional relationships, lines, and linear equations.
U. Multiply and divide within 100.
V. Gain familiarity with factors and multiples.
W. Use the four operations with whole numbers to solve problems.
X. Work with addition and subtraction equations.
Y. Represent and solve problems involving addition and subtraction.
Z. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
AA. Solve equations and inequalities in one variable.
AB. Solve systems of equations.
AC. Represent and analyze quantitative relationships between dependent and independent variables.
AD. Work with radicals and integer exponents.
AE. Represent and solve equations and inequalities graphically.
AF. Analyze patterns and relationships.
AG. Use properties of operations to generate equivalent expressions.
AH. Add and subtract within 20.


Thought: This set of problems involves solving linear equations and pairs of linear equations.
Answer: L

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001392

8
options: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Extend the counting sequence.

Understand the place value system.

Use place value understanding and properties of operations to add and subtract.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Understand place value.

Work with numbers 11–19 to gain foundations for place value.

Perform operations with multi-digit whole numbers and with decimals to hundredths.
problem_activity: Narrative
The purpose of this activity is for students to consider possible mistakes when multiplying large numbers. Monitor for students who:
revise their answer after examining Kiran’s mistake.
recognize that
\(650 \times 10 = 6,\!500\)
so
\(650 \times 27\)
has to be much greater than 5,850.
can explain why Kiran should be multiplying
\(650 \times 2 \times 10\)
.
recognize that
\(20 \times 50 = 1,\!000\)
so there should be three zeros in the second partial product.
When students determine Kiran's error and make sense of his work, they interpret and critique the work of others (MP3).
MLR1 Stronger and Clearer Each Time.
Synthesis: Before the whole-class discussion, give students time to meet with 2–3 partners to share and get feedback on their response to “what parts of Kiran’s work do you agree and disagree with?” Invite listeners to ask questions, to press for details and to suggest mathematical language. Give students 2–3 minutes to revise their written explanation based on the feedback they receive.
Advances: Writing, Speaking, Listening
Launch
Display or write for all to see.
\(650 \times 27\)
Display each number in a different corner of the room:
14,000
18,000
13,000
19,000
“When I say go, stand in the corner with the number that you think is the most reasonable estimate for
\(650 \times 27\)
. Be prepared to explain your reasoning.”
1 minute: quiet think time
Ask a representative from each corner to explain their reasoning.
“Does anyone want to switch corners?”
Ask a student who switched corners to explain their reasoning.
“Now you are going to find this product and analyze some work.”
Activity
Groups of 2
5–7 minutes: partner work time
Student Facing
Find the value of the product.
[IMG]
Below is Kiran’s work finding the value of the product
\(650 \times 27\)
. Is his answer reasonable? Explain your reasoning.
[IMG]
What parts of the work do you agree with? Be prepared to explain your reasoning.
What parts of the work do you disagree with? Be prepared to explain your reasoning.
Look at your solution to problem 1. Is there anything you want to revise? Be prepared to explain.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask previously identified students to share their thinking.
Display Kiran's work.
“Why doesn’t 5,850 make sense?” (
\(650 \times 10 = 6,\!500 \)
so
\(650 \times 27\)
should be a lot larger than 6,500.)
“What makes sense about Kiran’s work?” (
\(650 \times 2 =1,\!300\)
, but he needs to multiply
\(650\times2\times10\)
.)
Display a student's solution or the image from the student solution.
“How do we know that 17,550 is a reasonable value for the product?” (Because
\(600 \times 30 =18,\!000\)
.)


correct_option_index: 8